The purpose of this study was to investigate the effect of the use instructional computer games on cognitive emotion regulation and students' mindfulness. The research method is Quantitative and semi-experimental method of pre-test-post-test design with control group.The statistical population is all elementary students of Shahriar In the academic year 2017-2016. The sample consisted of 60 students (30 in the control group and 30 in the experimental group) who were selected through targeted sampling. Research tools included Garnefski&Et al cognitive emotion regulation and Baer&Et al mindfulness questionnaires. The research findings show that the use of instructional computer games effects on cognitive emotion regulation and students' mindfulness (P<0.01). There is a significant difference in the components cognitive emotion regulation and mindfulness between the two groups (experiment and control) (P<0.01). In positive strategies of cognitive emotion regulation and mindfulness, The moderated mean of the experimental group is more than that of the control group and in negative strategies of cognitive emotion regulation .The moderated mean of the experimental group is less than that of the control group. This shows that the use of instructional computer games effects on the improvement the components of cognitive emotion regulation and mindfulness in students (P<0.01).

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